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I. Identifying Types of SentencesIdentify each sentence as declarative, exclamatory, imperative, or interrogative. Insert the appropriate end punctuation for each sentence.

interrogative 1. Have you ever heard of the English Romantic poet John Keats

declarative 2. Most early critics of Keats’s long poem Endymion—including the poet

himself—did not like the work

imperative 3. Read “The Eve of St. Agnes” for an exciting story

imperative 4. Don’t give away the ending

declarative 5. John Keats died of tuberculosis at the age of twenty-five

declarative/exclamatory 6. Writing so much poetry in such a short time was quite an accomplishment

interrogative 7. What is his best poem

declarative 8. Keats was a better writer of short lyric poems than of longer works

interrogative 9. Would you like to read some of the most famous lines of English verse

declarative 10. In “Ode on a Grecian Urn,” the speaker contemplates the role of art in an

ever-changing world

II. Finding the Subjects and PredicatesUnderline the simple subject once and the simple predicate twice. If the subject of the sentence is un-derstood, write (You) to the left of the number.

11. Lord Byron published the first two cantos of his Childe Harold’s Pilgrimage in 1812.

12. Every serious student of poetry knows about Lord Byron.

13. Childe Harold’s Pilgrimage brought great fame to its author.

14. Read the closet drama Manfred for a good example of the Byronic hero.

15. Have you read a closet drama before?

16. Closet drama is drama meant only to be read, not acted out.

17. Details of Byron’s personal life appear throughout his works.

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Chapter 3 Pretest: Sentences

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Chapter Pretest: Topic (continued)

18. Of all Byron’s poems, my favorite is The Destruction of Sennacherib.

19. Why is that your favorite?

20. Pay attention to small details, or you will miss the irony.

III. Analyzing Sentence PatternsLabel the sentence patterns S-InV, S-TrV-DO, S-TrV-IO-DO, S-LV-PN, S-LV-PA, S-TrV-DO-OC, or S-be-Advl. If the adverbial is a prepositional phrase, underline it.

21. Percy Bysshe Shelley was one of the greatest of all English lyric poets.

22. Shelley’s poem Alastor, published in 1816, gained its author critical recognition.

23. This work is highly autobiographical.

24. The poem depicts the personal conflicts of Shelley himself.

25. Shelley wrote continually until he died in 1822.

26. His personal views made Shelley an outcast in British society.

27. Queen Mab directly addresses the political issues of Shelley’s day.

28. Shelley was in Italy the last few years of his life.

29. Prometheus Unbound is perhaps Shelley’s greatest accomplishment.

30. Mary Shelley, the poet’s wife, wrote the famous novel Frankenstein.

Chapter 3 Pretest: Sentences (continued)

Key to Pretests 171

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Chapter Pretest: Topic

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I. Identifying Types of SentencesIdentify each sentence as declarative, exclamatory, imperative, or interrogative. Insert the appropriate end punctuation for each sentence.

interrogative 1. Have you ever heard of the English Romantic poet John Keats

declarative 2. Most early critics of Keats’s long poem Endymion—including the poet

himself—did not like the work

imperative 3. Read “The Eve of St. Agnes” for an exciting story

imperative 4. Don’t give away the ending

declarative 5. John Keats died of tuberculosis at the age of twenty-five

declarative/exclamatory 6. Writing so much poetry in such a short time was quite an accomplishment

interrogative 7. What is his best poem

declarative 8. Keats was a better writer of short lyric poems than of longer works

interrogative 9. Would you like to read some of the most famous lines of English verse

declarative 10. In “Ode on a Grecian Urn,” the speaker contemplates the role of art in an

ever-changing world

II. Finding the Subjects and PredicatesUnderline the simple subject once and the simple predicate twice. If the subject of the sentence is un-derstood, write (You) to the left of the number.

11. Lord Byron published the first two cantos of his Childe Harold’s Pilgrimage in 1812.

12. Every serious student of poetry knows about Lord Byron.

13. Childe Harold’s Pilgrimage brought great fame to its author.

14. Read the closet drama Manfred for a good example of the Byronic hero.

15. Have you read a closet drama before?

16. Closet drama is drama meant only to be read, not acted out.

17. Details of Byron’s personal life appear throughout his works.

Name

Chapter 3 Pretest: Sentences

?^

.^

.^

!^

or .^

.^

.^

?^

.^

?^

.^

(You)

or !^

172 Key to Pretests

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Chapter Pretest: Topic (continued)

18. Of all Byron’s poems, my favorite is The Destruction of Sennacherib.

19. Why is that your favorite?

20. Pay attention to small details, or you will miss the irony.

III. Analyzing Sentence PatternsLabel the sentence patterns S-InV, S-TrV-DO, S-TrV-IO-DO, S-LV-PN, S-LV-PA, S-TrV-DO-OC, or S-be-Advl. If the adverbial is a prepositional phrase, underline it.

21. Percy Bysshe Shelley was one of the greatest of all English lyric poets.

22. Shelley’s poem Alastor, published in 1816, gained its author critical recognition.

23. This work is highly autobiographical.

24. The poem depicts the personal conflicts of Shelley himself.

25. Shelley wrote continually until he died in 1822.

26. His personal views made Shelley an outcast in British society.

27. Queen Mab directly addresses the political issues of Shelley’s day.

28. Shelley was in Italy the last few years of his life.

29. Prometheus Unbound is perhaps Shelley’s greatest accomplishment.

30. Mary Shelley, the poet’s wife, wrote the famous novel Frankenstein.

Chapter 3 Pretest: Sentences (continued)

(You)

S LV PN

S TrV IO DO

S LV PA

S TrV DO

S InV

S TrV DO OC

S TrV DO

S be Advl

S LV PN

S TrV DO

36 Teaching Helps

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TE Help Topic

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Read the following paragraph. In the word-search box, circle each direct object, indirect object, predi-cate noun, predicate adjective, or objective complement.

Born in England, Susanna Annesley was the youngest of twenty-five children. During her childhood her father, a minister, stressed religion and Christian values. As a child, she gave God her life to be used in His service. Susanna grew up during a time of persecution; her own father was almost killed for his Non-conformist beliefs. She married Samuel Wesley and bore nineteen children. Susanna considered her chil-dren her ministry and saw the need for God’s direction in her life and in her children’s lives. She devoted one hour per day to fervent prayer, and during the course of every week, she spent one hour in personal prayer with each child. John and Charles Wesley lived for God, revived Christianity, and gave their mother credit for her godly influence on their lives. Susanna Wesley was faithful and is considered a mother strong in conviction and godly wisdom.

Name

Teaching Help 3: Sentence Complements

Y A M O T H E R N E E D

T Y R S V W V F L K M P

I O E Z G D A A C Y B A

N U H T R E L I G I O N

A N T I W M U T M R Y E

I G O D X P E H I K B R

T E M E R T S F N E C D

S S E R U O H U I L D L

I T F C G S U L S R H I

R N I H H O U R T M N H

H P L C H I L D R E N C

C W S T R O N G Y S I N

S A M U E L W E S L E Y

204 Key to Teaching Helps

Name

TE Help Topic

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Read the following paragraph. In the word-search box, circle each direct object, indirect object, predi-cate noun, predicate adjective, or objective complement.

Born in England, Susanna Annesley was the youngest of twenty-five children. During her childhood her father, a minister, stressed religion and Christian values. As a child, she gave God her life to be used in His service. Susanna grew up during a time of persecution; her own father was almost killed for his Non-conformist beliefs. She married Samuel Wesley and bore nineteen children. Susanna considered her chil-dren her ministry and saw the need for God’s direction in her life and in her children’s lives. She devoted one hour per day to fervent prayer, and during the course of every week, she spent one hour in personal prayer with each child. John and Charles Wesley lived for God, revived Christianity, and gave their mother credit for her godly influence on their lives. Susanna Wesley was faithful and is considered a mother strong in conviction and godly wisdom.

Name

Teaching Help 3: Sentence Complements

Y A M O T H E R N E E D

T Y R S V W V F L K M P

I O E Z G D A A C Y B A

N U H T R E L I G I O N

A N T I W M U T M R Y E

I G O D X P E H I K B R

T E M E R T S F N E C D

S S E R U O H U I L D L

I T F C G S U L S R H I

R N I H H O U R T M N H

H P L C H I L D R E N C

C W S T R O N G Y S I N

S A M U E L W E S L E Y

ESL Helps 71

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ESL Help Topic

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English has two basic types of questions: yes/no questions and wh questions. Some questions use inverted order, and others do not. (“Inverted order” means that the order of the subject and the predicate is reversed.)

Yes/No Questions(questions that require yes or no for an answer)• Ifasentencecontainsanauxiliaryverb,movethefirstauxiliarybeforethesubject.

Jen is traveling to England. Is Jen traveling to England?She has visited Buckingham Palace. Has she visited Buckingham Palace?

• Ifasentencecontainsnoauxiliarybutdoeshaveabe verb, move the be verb before the subject.Jen is quite a world traveler. Is Jen quite a world traveler?They were always happy to travel. Were they always happy to travel?

• Ifthereisnoauxiliaryandnobe verb, add a form of the auxillary do (do, does, or did) before the sub-ject. Use the form of do that matches the form of the verb and then change the main verb to its first principal part (simple present form).

Jen once lived in Korea. Did Jen once live in Korea?She knows a lot about the country. Does she know a lot about the country?

Wh Questions(questions that ask for information using who/whom/whose, which, what, when, where, why, or how)• Whenquestioningthesubjectorsomethinginthesubject,donotuseinvertedorder.Replacetheword

in question with an interrogative pronoun.

Jen visited Stratford-upon-Avon. Who visited Stratford-upon-Avon? (Jen)Shakespeare’s home is in Stratford-upon-Avon. Whose home is in Stratford-upon-Avon? (Shakespeare’s)

• Whenquestioningsomethinginthecompletepredicate,usethesethreesteps: 1. Replace the word(s) in question with an interrogative pronoun (or adverb). 2. Move the interrogative pronoun or adverb before the subject. 3. Follow one of the next three steps. • If there is an auxiliary, move the first auxiliary before the subject.

Original Jen will visit Scotland next summer.

Step 1 Jen will visit Scotland when?

Step 2 When Jen will visit Scotland?

Step 3 When will Jen visit Scotland?

Original She would like to see Edinburgh Castle.

Step 1 She would like to see what?

Step 2 What she would like to see?

Step 3 What would she like to see?

Name

ESL Help 3a: Inverted Subject and Predicate

72 ESL Helps

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ESL Help Topic

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• Ifthereisnoauxiliarybutthereisaformofbe (am, is, are, was, or were), move the form of be before the subject.

Original The castle was the home of Mary, Queen of Scots.

Step 1 The castle was what?

Step 2 What the castle was?

Step 3 What was the castle?

• Ifthereisnoauxiliaryandnobe verb form, insert the correct form of the auxiliary do (do, does, or did). Then move the form of do before the subject.

Original Edinburgh Castle contains the Scottish Crown Jewels.

Step 1 Edinburgh Castle contains what?

Step 2 What Edinburgh Castle contains?

Step 3a What Edinburgh Castle does contain?

Step 3b What does Edinburgh Castle contain?

Notice the changes when do is added.

contain do contain What do the buildings contain? contains does contain What does the building contain? contained did contain What did the building contain?

The main verb (contain) has no ending; the auxiliary do must show the correct present tense or past tense form.

ESL Help 3a: Inverted Subject and Predicate (continued)

ESL Helps 73

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Change each sentence to a yes/no question. Remember to look at the verb tense for each sentence. Then use that same tense for the question.

1. Richard is a fine pianist.

Is Richard a fine pianist? 2. He practices every day.

Does he practice every day? 3. He has spent many hours working to improve his playing.

Has he spent many hours working to improve his playing? 4. Richard is giving a recital next week.

Is Richard giving a recital next week? 5. He wants to use his talents to give glory to God.

Does he want to use his talents to give glory to God?

Change each sentence to a wh question. Use the word in parentheses to form the question. Write the question and its answer in the blank.

6. Richard is a fine pianist. (who)

Who is a fine pianist? Richard 7. He practices every day. (when)

When does he practice? every day 8. He has worked hard to improve his playing. (what)

What has he done to improve his playing? worked hard 9. Richard’s hard work has been rewarded. (whose)

Whose hard work has been rewarded? Richard’s 10. He wants to use his talents to give glory to God. (how)

How does he want to use his talents? to give glory to God

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ESL Help 3b: Exercise in Inverted Subject and Predicate

228 Key to ESL Helps

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ESL Help Topic

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Change each sentence to a yes/no question. Remember to look at the verb tense for each sentence. Then use that same tense for the question.

1. Richard is a fine pianist.

Is Richard a fine pianist? 2. He practices every day.

Does he practice every day? 3. He has spent many hours working to improve his playing.

Has he spent many hours working to improve his playing? 4. Richard is giving a recital next week.

Is Richard giving a recital next week? 5. He wants to use his talents to give glory to God.

Does he want to use his talents to give glory to God?

Change each sentence to a wh question. Use the word in parentheses to form the question. Write the question and its answer in the blank.

6. Richard is a fine pianist. (who)

Who is a fine pianist? Richard 7. He practices every day. (when)

When does he practice? every day 8. He has worked hard to improve his playing. (what)

What has he done to improve his playing? worked hard 9. Richard’s hard work has been rewarded. (whose)

Whose hard work has been rewarded? Richard’s 10. He wants to use his talents to give glory to God. (how)

How does he want to use his talents? to give glory to God

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ESL Help 3b: Exercise in Inverted Subject and Predicate

74 ESL Helps

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ESL Help Topic

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When any of the following structures are placed at the front of a sentence, the subject goes after the first auxiliary of the independent clause. (If there is no auxiliary and no form of the main verb be, then the appropriate form of the auxiliary do is supplied—do, does, or did.)

Participles with modifiers of location also cause inversion, but in this case the subject follows the com-plete verb.

Non-inverted A large sealed envelope should be hidden on my desk.

Inverted Hidden on my desk should be a large sealed envelope.

Finally, if a location adverbial begins a sentence, inversion of subject and verb is optional. When inversion does occur, the subject follows the complete verb.

Non-inverted A doe and two fawns appeared near the campsite.

Near the campsite a doe and two fawns appeared.

Inverted Near the campsite appeared a doe and two fawns.

Non-inverted The children tumbled down the hill.

Down the hill the children tumbled.

Inverted Down the hill tumbled the children.

adverbs of extent or degree

NoN-iNverted The speaker had been so antagonizing that members of the audience walked out.

iNverted So antagonizing had the speaker been that members of the audience walked out.

negative adverbs of frequency

NoN-iNverted A verdict has seldom created such outrage among citizens.

iNverted Seldom has a verdict created such outrage among citizens.

NoN-iNverted I heard a better answer to that question only once. iNverted Only once did I hear a better answer to that question.

Others: never, hardly ever, rarely, scarcely

other nega-tive adverbs or adverbial phrases

NoN-iNverted Funding for this project should under no circumstances be cut.

iNverted Under no circumstances should funding for this project be cut.

Others: in no case, in no way, not until [time], not since [time]

conditional clauses with only

NoN-iNverted We will rescue our city from urban trouble only if we take measures now. iNverted Only if we take measures now will we rescue our city from urban trouble.

comparatives NoN-iNverted Several of the subplots are more intriguing than the main plot of the novel. iNverted More intriguing than the main plot of the novel are several of the subplots.

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ESL Help 3c: Inverting Subjects and Verbs

98 Concept Reinforcements

Name

Chapter #: Topic (continued)

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Practice ALabel the sentence patterns S-TrV-DO, S-TrV-IO-DO, or S-TrV-DO-OC.

1. Fifty miles north of New York City, Fort West Point overlooks the Hudson River.

2. At the time of the American Revolutionary War, both the British forces and the American forces gave

this important area their attention.

3. Thaddeus Kosciusko, a battle hero, designed the fortifications for this area above the Hudson River.

4. In 1779 General George Washington made Fort West Point his military headquarters.

5. To protect the valley from invasion, Continental soldiers stretched a 150-ton chain across the river.

Practice BLabel the sentence patterns S-InV, S-LV-PN, S-LV-PA, or S-be-Advl. If the adverbial is a prepositional phrase, underline it.

6. The chain, however, would not have held against an enemy invasion.

7. Despite Benedict Arnold’s treasonous efforts, Fort West Point remained safe.

8. In 1802 Fort West Point became the United States Military Academy.

9. The early emphasis of study for all students was in engineering.

10. Today there are many different fields of study at the United States Military Academy.

Practice CRewrite the sentences to make them S-TrV-DO-OC or S-be-Advl, according to the instructions. If the new sentence contains an adverbial, underline it. You may find it necessary to add words not in the original sentence. (Answers will vary.)

11. Through the years the training at West Point has caused many cadets to become great leaders. (S-TrV-DO-OC)

Through the years the training at West Point has made many cadets great leaders.

12. During the Civil War, many West Point graduates fought against each other. (S-be-Advl)

During the Civil War, many West Point graduates were on opposite sides and fought against each

other.

Name

Chapter 3: S-TrV-DO-OC and S-be-Advl

Concept Reinforcements 99

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13. Ulysses S. Grant and Thomas J. “Stonewall” Jackson attended West Point at the same time. (S-be-Advl)

Ulysses S. Grant and Thomas J. “Stonewall” Jackson were at West Point at the same time.

14. In later years military leaders such as Douglas MacArthur, Dwight D. Eisenhower, and George Patton also graduated from West Point. (S-TrV-DO-OC)

In later years military leaders such as Douglas MacArthur, Dwight D. Eisenhower, and George Patton,

graduates of the academy, made West Point famous yet again.

15. General H. Norman Schwarzkopf, United States commander in Operation Desert Storm, was a grad-uate of West Point. (S-be-Advl)

Another West Point graduate and skilled United States commander, General H. Norman Schwarzkopf,

was in Operation Desert Storm.

Chapter 3: S-TrV-DO-OC and S-be-Advl (continued)

236 Key to Concept Reinforcements

Name

Chapter #: Topic (continued)

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Practice ALabel the sentence patterns S-TrV-DO, S-TrV-IO-DO, or S-TrV-DO-OC.

1. Fifty miles north of New York City, Fort West Point overlooks the Hudson River.

2. At the time of the American Revolutionary War, both the British forces and the American forces gave

this important area their attention.

3. Thaddeus Kosciusko, a battle hero, designed the fortifications for this area above the Hudson River.

4. In 1779 General George Washington made Fort West Point his military headquarters.

5. To protect the valley from invasion, Continental soldiers stretched a 150-ton chain across the river.

Practice BLabel the sentence patterns S-InV, S-LV-PN, S-LV-PA, or S-be-Advl. If the adverbial is a prepositional phrase, underline it.

6. The chain, however, would not have held against an enemy invasion.

7. Despite Benedict Arnold’s treasonous efforts, Fort West Point remained safe.

8. In 1802 Fort West Point became the United States Military Academy.

9. The early emphasis of study for all students was in engineering.

10. Today there are many different fields of study at the United States Military Academy.

Practice CRewrite the sentences to make them S-TrV-DO-OC or S-be-Advl, according to the instructions. If the new sentence contains an adverbial, underline it. You may find it necessary to add words not in the original sentence. (Answers will vary.)

11. Through the years the training at West Point has caused many cadets to become great leaders. (S-TrV-DO-OC)

Through the years the training at West Point has made many cadets great leaders.

12. During the Civil War, many West Point graduates fought against each other. (S-be-Advl)

During the Civil War, many West Point graduates were on opposite sides and fought against each

other.

Name

Chapter 3: S-TrV-DO-OC and S-be-Advl

S TrV DO

S S TrV

IO DO

S TrV DO

S TrV DO OC

S TrV DO

S InV

S LV PA

S LV PN

S be Advl

be S Advl

Key to Concept Reinforcements 237

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13. Ulysses S. Grant and Thomas J. “Stonewall” Jackson attended West Point at the same time. (S-be-Advl)

Ulysses S. Grant and Thomas J. “Stonewall” Jackson were at West Point at the same time.

14. In later years military leaders such as Douglas MacArthur, Dwight D. Eisenhower, and George Patton also graduated from West Point. (S-TrV-DO-OC)

In later years military leaders such as Douglas MacArthur, Dwight D. Eisenhower, and George Patton,

graduates of the academy, made West Point famous yet again.

15. General H. Norman Schwarzkopf, United States commander in Operation Desert Storm, was a grad-uate of West Point. (S-be-Advl)

Another West Point graduate and skilled United States commander, General H. Norman Schwarzkopf,

was in Operation Desert Storm.

Chapter 3: S-TrV-DO-OC and S-be-Advl (continued)

138 Writing Worksheets

Name

Chapter ?: Topic (continued)

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PlanningThe key to a successful in-class essay is planning. The pie chart to the right represents your allotted time to write the entire essay. Note that the shaded portion designates the amount of your time you should spend in planning. This worksheet will take you step by step through this crucial portion of the writing process.

Step 1 Drawing from your own background, experiences, and knowledge, brainstorm for topic ideas. (Note: If your topic is already assigned, skip to Step 2.)

Step 2 Write your thesis statement, remembering to state your topic as well as what you will say about that topic. Make this sentence interesting yet workable for the time you’ve been allotted.

Step 3 List your main supporting points. These should explain or defend your thesis statement.

Step 4 Sketch a simple rough outline of your essay. Remember that each outline point will likely represent a paragraph in your essay. (Note: Keep the outline simple. List a few succinct points and make the points parallel if possible.)

Step 5 Supply supports for your claims. These should be facts, beliefs, examples, or illustrations from your own knowledge or experience that back up your thesis and supporting points.

Step 6 Write a concluding sentence. This sentence restates the thesis and brings together the subject matter of the essay.

Name

Chapter 3: In-Class Essay

Time PlanningTotal Time

Planning

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A 16–18 B 14–15 C 12–13 D 10–11 F 6–9

Overall, this writing . . .

158 Writing Rubrics

MESSAGE

Thesis3 Thesis names the topic, succinctly tells what will be said about the topic, and appears clearly positioned as the first

sentence.2 Thesis names the topic but only suggests what will be said about the topic or does not appear as the first sentence.1 Thesis does not clearly name the topic and/or does not tell what will be said about the topic.

Support3 Essay contains thorough support from the writer’s background and experience and contains no irrelevant information.2 Essay contains sufficient support from the writer’s background and experience but contains some irrelevant information.1 Essay contains insufficient support and/or mostly irrelevant information.

Organization and Development3 Essay covers all of the important information first, uses transitional words effectively, and has a clear concluding

sentence restating the thesis.2 Essay covers most of the important information first, includes some transitional words, and has a clear concluding

sentence restating the thesis.1 Essay demonstrates weak overall organization or incompleteness.

MESSAGE SCORE

MEchAnicS

Grammar and Usage3 Writer displays a command of grade-level skills (e.g., agreement, verb and pronoun usage, sentence structure).2 Writer displays a basic knowledge of grade-level skills (e.g., agreement, verb and pronoun usage, sentence structure).1 Writer displays little or no knowledge of grade-level grammar skills.

Spelling3 Writer uses and spells words above grade level.2 Writer spells words on grade level.1 Writer misspells grade-level words.

Capitalization and Punctuation3 Writer demonstrates a command of grade-level capitalization and punctuation.2 Writer demonstrates an understanding of grade-level capitalization and punctuation.1 Writer misuses grade-level capitalization and/or punctuation.

MECHANICS SCORE

TOTAL SCORE (Message plus Mechanics)

RUBRICS3in-clAss EssAy

RUBRICSchAptEr 3 rubric

278 Bulletin Boards

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Center a world map on the board. Using heavy black lines or pieces of black yarn, connect the missionary names and quotations to the part of the world where the missionary served. Label each

quotation declarative, exclamatory, imperative, or interrogative. Each of the missionaries is a subject of a practice exercise in Chapter 3.

Chapter 3: Go Ye into All the World.

Design the board to resemble an election bal-lot. Consider leaving the names of the “candidates” blank and asking students to supply the kinds of

phrases that belong in each category. Ask students to volunteer examples of sentences that include the various kinds of phrases.

Chapter 4: Official Ballot

Go Ye into All the World.Go Ye into All the World.

Official BallOtPrimary ElEction

for PhrasE of thE UnitEd statEs

Adjectival Prepositional PhraseAdverbial Prepositional Phrase

Gerund PhraseInfinitive PhraseParticipial Phrase

Appositive Phrase

Winning candidatEs Will comPEtE in thE gEnEral ElEction.

“What is courage, but faith conquering fear?” —Mary Slessor

Interrogative

“It’s complete surrender.” —Eric Liddell

Declarative

“Expect great things from God; attempt great things for God.”—William Carey

Imperative

“I will not leave Burma until the cross is planted here forever.”—Adoniram Judson

Declarative

“I dearly love to be the first to preach Christ.”—James Chalmers

Declarative

“Christians never retreat!”—Gladys Aylward

Exclamatory